Attainment Goal Tests (Sue):
You could call them something else, but essentially, you give the students the test a week or two before they actually have to sit it. They can sit is as a diagnostic/formative thing first, OR you can just go over the answers as a class, writing them in as you go. Kids study it. Kids sit in a week or two, then you have a summative mark. Benefits:
Students who can NEVER achieve at school suddenly CAN.
It forces students to rote learn essential things.
It shows them what they need to know by the end of that section of work.
It shows a clear before and after picture.
Write on the top something like "Because you were given this test a week ago, you are expected to get at least 80%" (or something similar). This will cover you when those die-hard pedagogy fans who know nothing about how kids' brains work question you about it.
Diary (Peter):
Have a big book that has pages dated. On that days page the Advisor or staff can write:
events
reminders
questions
meeting agendas (is that agendi??!!)
comments
quote of the day etc
Diary provides Peter with a journal of what's gone on, but also gives ideas for PD etc.
Head of Department (Myrese):
Set one up so they can do heaps of the Administrative tasks. (And an extra bit from Sue - give all teachers some area of responsibility.) Takes a lot of the 'smaller' but time-consuming jobs off us.
Model Classroom (Myrese):
Set up an 'English Club' which is like a model classroom.
At-a-Glance Differentiation:
For every assessed activity teachers can colour their mark books (I used to use colouring pencil) to show the outstandingly low marks (in red for 'danger, danger, stop and think about this kid!') and outstandingly high marks (for the 'bright stars'). Teachers can easily see which students need support, and which ones need extending (and so can you!).
Must do, Should do, Could do:
Easy differentiation but for the same task (so no extra work!). EG: You MUST DO 5 questions with a partner, you SHOULD DO 3 more with a partner, you COULD DO the last 2 on your own. See translated versions under Misc. Resources.
WALT:
Stands for We Are Learning To... . Forces teachers to think about what students are LEARNING, not what they are DOING. Forces students to do the same. Can also use We Are Learning About... See translated versions under Misc. Resources.
Scaffold and Extend with ESOL Advisor:
Make use of their talents, especially with those really low students, but using them to support small groups within the classroom.
No hands strategy:
Ask question, count to five, then pick on someone to answer. Asking for 'hands up' invites the loud ones to enjoy the sound of their own voices, and also gives the quiet ones the opportunity to hide behind the loud ones and do nuffin all period!
Speech Competition (Louisa):
Have a go at organising one of these. Well done Louisa!
Cush ball to speak:
Or, as Angela suggested, The Lord of the Flies' conch! Pass it around to speak. An age old favourite that seems to be working particularly well with the boys.
POPBEANS (Peter):
Encourages students to think of more ideas when they're scatching their heads a bit. Stands for:
People
Objects
Places
Brand names
Expressions
Activities
Nature
Symbols
You could call them something else, but essentially, you give the students the test a week or two before they actually have to sit it. They can sit is as a diagnostic/formative thing first, OR you can just go over the answers as a class, writing them in as you go. Kids study it. Kids sit in a week or two, then you have a summative mark. Benefits:
Write on the top something like "Because you were given this test a week ago, you are expected to get at least 80%" (or something similar). This will cover you when those die-hard pedagogy fans who know nothing about how kids' brains work question you about it.
Diary (Peter):
Have a big book that has pages dated. On that days page the Advisor or staff can write:
- events
- reminders
- meeting agendas (is that agendi??!!)
- comments
- quote of the day etc
Diary provides Peter with a journal of what's gone on, but also gives ideas for PD etc.questions
Head of Department (Myrese):
Set one up so they can do heaps of the Administrative tasks. (And an extra bit from Sue - give all teachers some area of responsibility.) Takes a lot of the 'smaller' but time-consuming jobs off us.
Model Classroom (Myrese):
Set up an 'English Club' which is like a model classroom.
At-a-Glance Differentiation:
For every assessed activity teachers can colour their mark books (I used to use colouring pencil) to show the outstandingly low marks (in red for 'danger, danger, stop and think about this kid!') and outstandingly high marks (for the 'bright stars'). Teachers can easily see which students need support, and which ones need extending (and so can you!).
Must do, Should do, Could do:
Easy differentiation but for the same task (so no extra work!). EG: You MUST DO 5 questions with a partner, you SHOULD DO 3 more with a partner, you COULD DO the last 2 on your own. See translated versions under Misc. Resources.
WALT:
Stands for We Are Learning To... . Forces teachers to think about what students are LEARNING, not what they are DOING. Forces students to do the same. Can also use We Are Learning About... See translated versions under Misc. Resources.
Scaffold and Extend with ESOL Advisor:
Make use of their talents, especially with those really low students, but using them to support small groups within the classroom.
No hands strategy:
Ask question, count to five, then pick on someone to answer. Asking for 'hands up' invites the loud ones to enjoy the sound of their own voices, and also gives the quiet ones the opportunity to hide behind the loud ones and do nuffin all period!
Speech Competition (Louisa):
Have a go at organising one of these. Well done Louisa!
Cush ball to speak:
Or, as Angela suggested, The Lord of the Flies' conch! Pass it around to speak. An age old favourite that seems to be working particularly well with the boys.
POPBEANS (Peter):
Encourages students to think of more ideas when they're scatching their heads a bit. Stands for:
People
Objects
Places
Brand names
Expressions
Activities
Nature
Symbols